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.05 S3 



THE SOLUTION OF 
THE SCHOOL ROOM 
SEATING PROBLEM 



Ci x: SAMPSON 

Principal of the Humboldt School 
St. Louis, Missouri 






The Solution of the 
School Room Seating Problem 

By 
C. L. SAMPSON 

Principal of the Humboldt School, St. Louis, Missouri 



A school desk to meet the demands made uj)on it may, for convenience, be con- 
sidered under four general heads : 

FIRST: It must be properly constructed. 

SECOND : It must be adapted to its sjjecial use. 

THIRD : It must be sanitary. 

FOURTH : It must be hygienic. 

In the opinion of all those who are interested in the use of school desks each of 
the above points are very important and the}' are arranged above in what is gener- 
ally agreed upon as the order of their importance, which increases from the first to 
the fourth. 

While the construction of a seat is of very great importance, a perfect con- 
struction from a mechanical standpoint would not justify the use of a seat that was 
not properly adapted to the particular use for which it is intended. 

Again, the mechanical construction maj^ be perfect and the desk may serve the 
pupil very well and still be insanitarj^ and, lastly, it must be hygienic, that is, so 
constructed as to conform to the demands made bj^ the Laws of Hygiene and the 
growth of children so that no injurj' will come from its use in the school. 

It will, therefore, be easy to see that in the manufacture of a school desk no one 
of the above general advantages should be accomplished at the expense of another. 
It is necessary to construct the desk as near mechanical perfection (Avhen service 
and wear are properly considered) as it is possible to make it, and at the same time 
nothing must be introduced for the purpose of securing correct construction or 
cheapen the construction which would render it inconvenient in its use or prove to be 
insanitary or unhj^gienic. 

As a matter of fact, all of the above points are so closely connected with each 
other that it is impossible to separate them. 

However, it is convenient for our present purpose to consider them separately 
in order to place a proper relative value upon each of them, and, furthermore, in 
order to furnish an intelligent basis for the criticism of school seating. 



ehted, 1915, by C. L. Sa; 



THE SOLITION OF THE SCllOUL KOUM SEATING PKOULEM 



First: Construction 

'I'liL' Pedestal Desk as constructed is a comhinatioii desk, i.e., the desk and 
chair are jointly sujjported hy a sint>-le pedestal. Tlie jjedestal is of such large 
dimensions that it practically acts as a direct sui)j)ort for the desk and the chair sep- 
ai'atelv, so that when it is properly fastened to the floor the pupil using the desk 
does not interfere in any way with the one occupying the seat, and the pupil occupy- 
ing the seat does not in any way interfere with the pupil using the desk. This is a 
very important point which must he secured in the comhination desk, and which is 
secured in the Single Pedestal Desk. 

The materials used in the construction of this desk have heen especially selected 
as best adajjted therefor. For example, the pedestal is constructed of steel of just 
the proper strength to allow enough elasticity to absorb or take up any jolting or 
jan'ing which may occur in the use of the desk and which in any other material 
would transmit rather than absorb vibration, and eventually loosen the desk from 
the floor. 

After pro|)er installaticMi has been made, this desk has held tightly to the floor 
for five years in continuous service without a single screw loosening, the desk 
standing as firmly upon the floor as it did on the day it was placed there. 

Those to whom the Single Pedestal Desk has been shown for the first time 
have commented upon the large size of the ])edestal. The size must be just what it 
is in order to make a permanent installation, and to secure a combination desk M'hich 
shall be perfectly steady and prevent one pupil from interfering with another. 

The single pedestal is also made necessary in order that the support shall not be 
in the way, as woidd be the case if the desk and the chair were each provided with a 
separate pedestal. 

xVn examination of the de.sk will show that the construction has been perfected 
all around and ])arts are strengthened where strength is required. 

The wood ])arts are of hard Northern Majjle which is the best wood to use in the 
desk to]) Ijccause it remains smooth through a number of years of service. There 
may l)e other woods that are considered by some to be more popular and attractive 
in aitpearance, .such as oak or cherry, but a school desk top shoidd never be con- 
structed of oak for it will not remain smooth after years of service. It becomes nec- 
essary to retinish the oak, which is expensive and unsatisfactory. 



^ 



)CI.A414464 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 



Second: Adaptation 

The manufacture of a desk which is adapted to be used by pupils is too well 
understood to require much discussion. It might be said in general that any desk 
manufactured is well adapted for the use for which it is intended, but it is to be 
noted here that some of the special adaptations are at the expense of more important 
demands made upon a desk. For example, if a desk is constructed with a lifting 
lid with the object of keeping out the dust and making it more convenient for the 
pupil to get at his books, it prevents its being made with a sliding top at a reasonable 
cost, which is a matter of proper hygiene, as will be explained later. 

It is important, therefore, not to take a point of mere convenience in the place 
of one of hygiene. 

Again, seats have been constructed of such length as to permit two pupils to 
occupy the seat at one time. This cancels the advantage of a seat, intended for one 
pupil, with properly curved back support as recommended by the State Boards and 
others who have investigated and reported upon this matter. It cancels the free- 
dom in the movement of the arms and elbows. Anyone knows that it is more un- 
comfortable to sit on a bench than in a chair. It is therefore more important to 
have the pupils seated comfortably for five or six hours every day than to provide 
for the comfortable seating of an additional pupil for twenty or thirty minutes 
uj^on a few occasions only during the week. 

To re-state this in another form — it would be better should classes have to be 
brought together, that they should be uncomfortably seated, or provided with tem- 
porary additional seathig, for twenty minutes than to have all of the pupils uncom- 
fortably seated for the whole of the time. 

In both of the above mentioned illustrations a mere matter of convenience has 
been allowed to push aside a much more important question of hygiene. 

In the construction of the Single Pedestal Desk the most important demands 
are secured first so that no unimportant matter of mere con^^enience is to be men- 
tioned as an objection, to the adaptation of the Single Pedestal Desk with sliding 
top to the pupil's use, when the most necessarj^ points have been given proper con- 
sideration. 



THE SULUTIU.X O b' Till: SCHOOL KOOM SEATING PROBLEM 

Third: Sanitation 

I'lidiT tliis licad it is ini])<)i-taiit to note at the outset that tlie methods formerly 
eiii|)|()yrd in s\veej)in<^' school rooms are no longer to he tolerated. It was cus- 
tomai-y some time aoo to raise such a cloud of dust that the janitor had to wear a 
spon<^e over his mouth to '"stay on the joh." After this dust settled it was flut- 
tered off again into the air hy "dusting" and continually stirred around hy the 
pupils, creating the most insanitary conditions, and there is no longer any douht in 
the mind of anyone that regulations hy Boards of Health throughout the country 
to i)revent these conditions are fully warranted, not only on account of germs of dis- 
ease hut on account of permanent injury to the lungs hy hreathing dust. 

These facts, in connection with sanitary recjuirements. have only recently heen 
brought out and are as yet insufficiently understood by many who are resjjonsible 
foi- the seating of schools. 

It has been made necessary to secure a Sanitary Desk. 

This demand is a more important one than the matter of construction or adap- 
tation, or. in other words, this demand dictates the construction and ada])tation, but 
it must not be secured at the expense of the demands of hygiene. This demand of 
sanitation has been perfectly secured in the Single Pedestal Desk. 

By looking at the accompanying illustration of desks as installed in the school 
room, the ojien floor is obvious. Prepared sawdust can be thrown all over this floor 
and swe])t up with an ordinary brush. Vacuum cleaning ap])aratus can be used on 
the flooi- ^^•ithout being in any way interferred with by tlie desks. 

As a matter of practical demonstration, the floors of rooms seated with this 
desk can be as readily cleaned as though there Avere no desks placed upon the floors 
at all. 

Another iK)int to be carefully observed is the fact that the pedestal comes 
right down to the floor, and makes so clo.se a joint with the floor, that no dust or dh't 
is left and no dust or dirt can accumulate in open cracks or crevices on account of 
open joints. 

Still another ])oii]t to be carefully noted is the free open space upon the floor 
where the feet of those who are going up and down the aisle require the most room, 
there being no side standards to stumble over. ^Vhere desks have many floor con- 
tacts, the sweeping of the floor is not only made difficult, but experience shows that 
it is jjractically impossible to get a cleanly swept floor on account of the fact that 
there will be ])iaces that are not reached by the cleaner or brush. The floor may 
look ])resentable from the standpoint of the casual observer, but it would not be 
satisfactory from the standpoint of an officer of the Board of Plealth. 

The Single Pedestal Desk not only jjrovides for this sanitary cleaning, permit- 
ting the use of vacuum cleaners, l)ut it also economizes time. The janitors say that 
they can clean a floor better in about one-third of the time that it takes to clean 
floors where the desks with side standards are in use. 



—4- 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 




—5- 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 

Fourth: Hygiene 

'Vhv most imi)()rt;int (Ifiiiaiuls iiuult' u])<)ii a school desk come imder this head. 
First, the chair must he j^roperly sha])ed; the hack siii)port of the chair must pro- 
vide i)ro])er sujjport and must he curved for comfort. Pro])er su])])ort of the hack 
of tlie user is of paramount importance. As a matter of fact, no kind of a hack 
will he used unless tlie desk has a sliding' top. for whenever a pujjil starts to read or 
to write he leans forward to reach the ordinary top. and he might as well he seated 
upon a stool. In the chair of the Single Pedestal Desk the ])U])il sits erect with the 
hack i)ro])erly su])])orte(l. and when he starts to write he ])ulls the sliding to]) out and 
remains erect and ])roperly ])lace(l in his chair. 

All of the ahove avoids the tendency to improjjer sitting position, leading to 
injurious pressure on nerve centers and deranged hlood circvdation. 

It has heen definitely decided hy the highest authorities who have given ex- 
haustive study to this suhject, that the chair or seat descrihed emhodies the feature 
necessary to proper hygiene. The literatiu'e upon this suhject is large and easily 
ohtainable and no further discussion need be given the matter here. 

There are two adjustments needed in a school seat — the vertical adjustment 
and the horizontal adjustment. 

The horizontal adjustment is ])erfectly obtainable in no other way except by the 
use of the sliding top. So-called arhitrai-y plus and minus adjustments have been 
])rovided in other desks by a rather com]ilicated adjustable construction requiring 
the use of side standards and four or more floor contacts. Such adjustment not 
oidy cancels the sanitary advantages heretofore mentioned, hut it does not accom- 
plish what it is intended for. It is secured in connection \\ith vertical adjustment. 
\Vhenever such a desk is to he lowered it also comes closer together as a result of the 
])lus and minus adjustment. 

It is to be noted here that this ])lan assumes that every short child is also a thin 
one, and it will he readily seen that such a horizontal adjustment is im])ractical. 

The many and hygienic advantages of the sliding top should be carefully 
studied in detail : 

There has heen an insistent demand for a sliding or removable desk top on 
pu])ils desks, but for various reasons, imtil the introduction of the design illustrated 
herewith, a practicable de\ice of this character was not available. 

The sliding top feature offers in desks so eiiuipped, the most perfect article of 
.school ecjuipment yet devised hy scientific students of .school hygiene. In no other 
manner is it ])ossible for the pu])ils to draw their work toward them and remain in 
the normal, natural and ])ro])er ])osition, conducive to health and necessary to dis- 
(•i|)line and pi'oper work. 

The common ])ractiee of the jjupil leaning against the edge of the desk is pre- 
vented by the sliding top, which moves forward with a slight ])ressure, and insures 
against the pupil assuming a most injurious position, that contracts the lungs and 
exerts ])ressure on delicate nerve centers. 

The ])roper u.se of the sliding to]) is naturally induced, and does not require 
discipline or instruction, ob.servation having demonstrated that the natural inclina- 



— B— 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 

tion on the part of the user to automatically bring the work to its proper and con- 
venient position insvu'es the proper, and consequently comfortable, position of the 
user himself. 

The top thus extended offers its full area for working surface, the pencil groove 
and inkwell being beyond and below, and offering no interference with large books, 
paper and other working materials, and when top is closed, pencils and other articles 
are covered and protected, preventing at all times their being pushed from the top of 
the desk and falling to the floor. 

The sliding top in addition to the advantages of use, facilitates to a marked 
degree, ingress and egress. 

The proper placing of the desks with sliding top necessitates additional floor 
space of only a few inches, and in but one direction. This is a negligible quantity, 
especially when the many advantages of the sliding top are considered. 

A graphic demonstration of the advantages of the sliding top is offered in 
accompanying illustrations. 




—7— 



THE SOLUTIUN UF THE SCHOOL ROOM SEATING TKOULEM 



Adjustment 



Tlic ])ii|)ils seated in one room dift'er in size. Therefoi-e, school desks must be 
adjusted to the |)u])ils. Briefly, tliis vertical adjustment of the height of the seat 
and of the desk toj) must he sucli tliat the larfjer pupils will not have to lean for- 
ward to reach the desk top or not he interfered with on account of the desk heing 
too small. The smaller jjupils must have their feet upon tiie Hoor and must have a 
desk top to corres))ond to the height of the seat. 

It will readily be seen that these demands are hygienic ones. 

If the desk toj) is too high the shoulder is twisted to one side; if it is too low the 
pu])il bends over away from the back of the seat at all times; if the seat is too high 
and the pupils' feet do not reach the Hoor it interferes with nerve centers and circu- 
lation, giving rise to trouble which must be pre^'ented by proper vertical adjust- 
ment. 

The vertical adjustment required by the difference in the size of the pupils can 
be gotten by the use of two different methods — first, make the seats adjustable and 
adjust them to the pupils after they have been seated. Second, ascertain the range 
of difference required and place the proper sized desks in each room. 

The first method has for many years been exploited as the only method. Ad- 
justal)le seats have been installed in hundreds of school buildings by school officers 
^\ho recognized the importance of j^roper adjustment of the size of the desk to the 
pupil, but they necessarily had to depend upon their intelligent use. Lack of 
attention to this matter, the indifference and negligence of teachers and janitors has 
rendered this method practically inoperative. It is a common practice to find build- 
ings which have never had the seats adjusted and where the necessary ^\renches are 
not to be foimd on the place. If the matter received the proper attention it woidd 
call for considerable outlay of time on the part of the teacher, and also on the part 
of the janitor. It would have to receive this attention regularly, and in the long 
run would prove a very troublesome method, liable at any time to fail fi-om mere 
lack of attention. 

It is also to be distinctly borne in mind that, in case this method received the 
jn-oper attention, the lack of properly understanding just how to make the adjust- 
ment defeats the very object of it. 

The practical failure of the method has caused school officers who recognized 
the importance of having the ])upils ])ro])erly seated, to look for some other way to 
secure this form of adjustment, and has developed the second method. 

The second method has, in a crude way, been in use for many years, that is, to 
a limited extent. In otiier words, seats have been made hi different sizes and iiave 
l)een purchased in a hit-and-miss maimer with the intention of providing in a gen- 
eral way for the difference in size of ])upils. AVhen the estimates for the different 
sizes of desks are carefully made, non-ad )ustal)le seats have proxen to be fairly sat- 
isfactory. 

It now remains to show how this difference in the size of pupils can be based 
upon scientific knowledge and a rorres])onding arrangement to the size of the 
desk l)e made in such a careful manner as to provide for a ])ractically jjerfect ad- 
iustment. 



—8- 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 



Fixed Adjustments 



In presenting this method of providing for proper adjustment, it should be 
thoroughly understood at the outset that it is in no sense arbitrary. Sizes and seat 
heights should not be arbitrarily averaged up by the companies manufacturing 
school desks. 

]Much scientific investigation is necessary, and when this scientific investigation 
is properly and fully made, it provides the manufacturer of school desks with the 
facts that must govern him. Many thousands of children have been measured in 
different cities in the United States and careful studies have been published, which 
are onlj^ to be found in the technical publication of scientific societies. 

We present one of the most interesting tables of these measurements, which 
will serve in part to show the source and value of this scientific data. 



ANTHROPOMETRIC SCHEDULE 

From Dr. Wm.T. Porter.. Harvard Univjsr.3ity 


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^ c///c^s-o. 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 

Explanation of Schedule 

In tlic al)()\(.' SL-Iu'duk' wf |)re.sc'nt only tlic af»'e.s ordinarily found in the com 
inon ^>•^aded scliools. and liavc omitted the nnniher of |)u|)ils in each se])ai'ate dimen- 
sion of height, giving oidy tlie percentage. 

The number of pupils measured in eaeh ehiss, liowever, is given in the total 
footings at the bottom, and the percentage given in eaeh case is the percentage of 
the pupils measured in that class of age and sex. The percentages are given to the 
nearest tenths only, although in the oi-iginal tables it is carried out to greater accur- 
acy. For example, in 1.2.58 boys six years of age, one was .'36 inches high, one was 37 
inches high, five-tenths of one per cent was 38 inches high. 1.1 per cent was 39 
inches high. etc. It will be seen that the average height for boys six years of age is 
about ■i3..5 inches and the range of difference above and below this average is al)out 
7^ !> inches. 

In a similar way, if you will find the average for any group of boys or girls at 
any given age. the range above and below this average will be from 7^ -j inclies. as 
found in this group, to about 10 inches in the group where the greatest extremes 
occur. 

About 22,000 pupils were measured in making up this schedule, and the num- 
ber measured in each case is put below each column. 

The next point to understand in studying this scliedule is the fact that about 
one-fourth of the height gives the part of any pupil's height up to the knee. IMore 
accurately, it has been found that a practical multij^lier to obtain the seat height 
(takhig into consideration also the height of the shoe heel) is .23. In other words, 
to find the proper seat height for any pupil multiply the height by .23. 

Acc(M-ding to these facts, seats do not have to provide for a range of difference 
in heights from 7V1' inches to 10 inches, but for only about one-fourth of this differ- 
ence. It has. therefore. Iieen concluded from a study of these results, and from fur- 
ther study of other material of a similar nature, that the range of adjustment to be 
provided in the height of seats is 2 inches for each group. If a room is seated \\\\\\ 
desks with seats in three different sizes, this range of 2 inches is provided. 

Referring to the bottom row of figures given in the schedule, Ave have the 
exact percentage of the pupils in each class who are perfectly accommodated by 
])roviding a range of 2 inches. Theoretically, according to these figures, there 
should be on the average about 4. per cent of the pupils that are beyond this range. 
Where this average is exceeded compensation is made in installation as per tables 
hereinafter given. Practically by the actual use of this range of 2 inches to the 
room, over .50,000 i)u])ils have been examined as to whether they Avere properly 
seated in this manner, and no case has been reported in this large number of pupils 
as improperly seated or having the feet off the floor. 

Just why it should be that no pupils have so far been found \\\\\\ their feet off 
of the Hoor when seated in rooms ])roviding the range of 2 inches, has not been as- 
cei-tained as yet. It has been suggested that, in the case of extremely short ])upils 
in any given group, the loss in height is probably in the length of the trunk and not 
in the length of the limb; no doubt there have been cases where the pupils could have 
used a .seat a little higher, but these cases hiive never been reported as uncomfort- 



—10- 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 

ably seated, because the knee lengths of these pupils was very slightly in excess of 
the average and they simply put their feet out a little further, the same as they 
would have done if they had been occupying any other chair somewhat lower than 
the average height of the chair provided. 

In cases where pupils which are over or under age fall into any one of the 
groups given when seated in a room with them, it is found that the range of 2 inches 
is sufficient to accommodate them with the proper height of seat. 

Attention to the facts explained in what follows will make this plain. 



—11- 



Till-: st)Lrrit)N oi" riii': sciiooi. koom seatinc; problem 



Measurements and Sizes 

Tlu' wav in which these iiieasureineiit.s are related to tlie /grades on tlie one 
hand, and to the sizes of tlie desks on the other, can he seen hy an examination of the 
foll()\vin<>' tahle. It should he remembered that variation caused by pupils that are 
ahead or behind their i>rade is also provided for l)y the relations ^iven in the table. 
The height of the seat only is given because the height of the desk top is made in 
correct proportion to the height of the seat, and when one is secured the other is 
also secured when the seats are arranged in rows so that no seat of one size shall be 
placed in front or behind one of a different size. 

In examining this table it should be read as follows: 

C'liildren in the first and second grades from six to eight years of age \\&\e 
knee length, or require a seat height ranging from ll'>4 inches to 13-';4 inches, which 
is provided by using desks of the sizes numbered 0, 3, and 4, as will be seen by refer- 
ring to the seat height of these sizes given in the last column. 

In the third and fourth grades, the pupils take height of seat ranging from 12'>4 
inches to 14-^ inches, and take desk sizes numbered 5, 4 and 3. 

In the same way, fifth and sixth grades take sizes 4, 3 and 2, and seventh and 
eighth grades take sizes 3, 2 and 1. 

This is a general outline of the arrangement showing the corresponding age, 
grade, knee length, seat size, and seat height, and is in accordance with the known 
facts of the variation in the sizes of the pupils as determined by scientific investiga- 
tion. 



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THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 



Distribution of Sizes 



By using three sizes of seats to the room the required difference of 2 inches in 
seat heights is provided, but it remains to provide for a proper distribution of these 
sizes. By far the larger number of pupils are the average size corresponding to the 
grade, so that when seats are placed in rows more rows are used of the average size. 
Additional rows of different sizes are placed according to what has been determined 
by the scientific examination and measurement of the pupils in each grade. 

We present below a table showing how the number of rows are made to cor- 
respond to the special requirements of each grade or room, allowing six rows to the 
room of standard size, 30 feet by 25 feet. The first part of the table will show the 
proper distribution for each grade. The second, or right-hand table, gives the dis- 
tribution when one grade occupies two rooms. They are marked in the table as the 
"A" and "B" divisions of each grade. When more than two rooms are occupied by 
one grade, duplicate the "A" or "B" plan for that extra room or rooms. 

If two grades are to be placed in one room, use either the "B" plan of the 
higher of these two grades or the "'A" plan of the lower of these two grades so com- 
bined. 

The distribution of sizes by rows given in the tables are based upon average 
figures and conditions. If any conditions in the seating of pupils in any school are 
known to differ to any great extent from the average conditions found in our cit- 
ies, some variation of the distribution given can properly be employed. For exam- 
ple, the seventh or fifth grades, or third grade, rooms could be seated with two rows 
of each of the three sizes used in those grades respectively. As a matter of fact, the 
actual experience of schools using a distribution of sizes corresponding approxi- 
mately to the above distribution shows that the adjustment so provided has been 
satisfactory in every case. 



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—\\ 



THl-: SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 



The Placing of Rows 



Since t'ucli i-doih oI' pupil.s i.s ^ciiLTally, or \c"rv often, divided into two classes, 
the rows of different sizes shonld not be placed together. They should be arranged 
so that each class can be seated together, and have an e(]ual number of seats of each 
size. 

In tlie diagram given below the .seats to the left of the teacher and nearest the 
door are those to be assigned to the "A" class, the other seats which are shaded in the 
diagram, and next to the window, are for the "B" class. 

The distribution of sizes by rows given in the last table just above are placed 
beneath the table which follows so as to show just what size in each room is used for 
each grade. The numbers given under the rows for the several grades are the num- 
t)ers of the size of the seat used in that row. For example — 

8th Grade— No. 2, No. 1, No. 3, No. 1, No. 1, No. 2. 
This is intended to show that the "A" class has a row^ of No. 2, a row of No. 1, a 
half row of No. 1 and a half row of No. 3. It will be seen that the "B" class has the 
same. 



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It is seen by examination of the foregoing plan that wlien one row or three 
rows of a size are used, they are placed in the center to ])revent division of the classes 
where the room is divided into classes. In case two rows of three sizes should be used, 
each side of the room shonld haxe a I'ow of each one of the sizes used. 



11 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 



Spacing of Seats 

The spacing of seats according to sizes in the Single Pedestal Desk with slid- 
ing top is different from the ordinary desk, more free space being provided. The 
distance from the back of one seat to the back of the next is determined by the size of 
the desk 

Nos. 1 and 2 — 31 inches to -Sll/o inches 
Nos. 3 and 4 — 28 inches to 29 inches 
Nos. 5 and 6 — 26 inches to 261^ inches 
The desks of the different sizes in each room may be spaced independently ac- 
cording to the size used in the row. If there are rows of desks of different size, each row 
may be given the back to back space used for this size, in which case the rows would 
not come out even in the front. The rows, in case this plan of spacing is used, will 
not line crosswise of the room. This is a matter of no consequence if it is deter- 
mined that the proper spacing to correspond to the size should be adhered to, and 
many rooms have been seated in this way. 

There is another method of spachig the desks where rows of different sizes are 
placed in the same room, and the back dimensions for the sizes used are not the same. 
They may be so spaced as to line both lengthwise and crosswise of the room by 
adopting the following average distances from back to back, and spacing every seat 
in every row in the room by this average distance : 

Nos. 1 and 2 used with No. 3 ] „„ . . 

or, Nos. 2 and 3 used with No. 4 j *^" "^^"^^• 

Nos. 3 and 4 used with No. 5\ -., . 

or, Nos. 4 and 5 used with No. 6 j '^^ /- i^^^^s. 

We present here a draft of a seating plan for class room seated, for the seventh 
grade, according to this method. This is drawn to an exact scale and shows how the 
room appears when seated with sizes 1, 2 and 3, the average distance of 30 inches be- 
mg taken for back to back spacing. The small difference in spacing is taken care 
of by the sliding top and is not noticed by the pupil. Many rooms have been seated 
in this way with the best of results. 



-15— 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 



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THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 

Floor Plans 

When the rooms in any building have been assigned to the grades that will oc- 
cupy them and the plan of permanent adjustment has been worked out, blue prints 
of floor plans are furnished by the American Seating Companj^ gratis. 

It is necessar}'^ that these matters receive the attention which their importance 
demands, so that no confusion shall result and no mistakes be made. 

A sample of blue print furnished in one of the cities using the Single Pedestal 
Desk is here shown. 



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-17— 



THE SOLUTION OF THE SCHOOL ROOM S1:ATL\G PROBLEM 



Installation 

The American Seating- Company, wlien offering the Single Pedestal Desk with 
sliding top. prefers to include the cost of installation in the cost of the desk and to 
have them installed hy their own special men. 

It is. therefore, important to place in the hands of School Hoards using this 
desk a hlue print which gives the proper dimensions for spacing and aisle widths so 
that nispection can he made of the installation. 

We here show the schedule of dimensions for the installing of desks of the vari- 
ous sizes in accordance with the first method mentioned al)()\'e. This is the method 
where each size has its special back to back spacing. 

In case the back to back spacing is averaged, as .suggested in the second method 
of "Sluicing of Seats." a schedule of dimensions for installing them in accordance 
w itli this method will be furnished to be used for the insi)ection of installation. 






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—18— 



THE SOLUTION OF THE SCHOOL ROOM SEATING PROBLEM 

How to Estimate Seating 

When anyone wishes to make an estimate of the number of seats it will take to 
properly seat a school, or schools, it should be done in the following manner: 

Ascertain number of rooms to be seated ; 

Put opposite each room the grade, or grades, that are to occupy them; 

Then refer to the tables heretofore set forth and make a list of the 
number of rows of each size to be used in each room, according to the in- 
structions heretofore given ; 

Determine how many seats are to be placed in a row and state what 
this number is after each room estimate. 

It is customary to put from seven to eight desks of the larger sizes in a row and 
from eight to nine of the smaller sizes in a row, there being six rows to a room of 
standard size. This provides for aisles about three feet wide, or more, in the rear 
and eighteen-inch aisles between the rows. There is a space left in the front of the 
room of eight to ten feet. 

A floor plan for each floor seated should be made, giving the numbers of the 
the rooms to correspond with this estimate. If this information is given to the Amer- 
ican Seating Company they will furnish seating plans for the buildings, or for the 
floors, or for the rooms to be seated. 

A very satisfactory estimate for the number of seats to be used in a building 
which is to be occupied for the eight elementary grades can be made without the 
above information in case such information is not to be obtained, and is determined 
in the following manner: 

From figures at hand it is found that the number of pupils enrolled in each of 
the eight grades bear a ratio to each other which is on the average as follows : 

8th Grade 1. 
7th Grade 1. 
6th Grade 1.25 
5th Grade 1.4 
4.th Grade 1.6 
3rd Grade 1.8 
2nd Grade 2. 
1st Grade 2.25 

It follows from this that the number of seatings required for each grade is in 
ratio as above stated, that is, about as many will be seated in the seventh grade as 
are seated in the eighth grade, but there will be one and one-fourth times as many of 
the sixth grade seats used as are used in the eighth grade; there will be 1.4 times as 
many of the seats which are used in the fifth grade as are required for the eighth 



—19- 



THE SOLUTION OP' THE SCHOOL ROOM SEATING PROBLEM 



i^radf: l.() timt's as many of the sizes which are used in the fourth ^rade, etc. 
this we obtain the following table: 



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No. 1 



No. 2 



No. 3 No. 4 



No. 5 No. 6 



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2.25 


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Total 4. 11.15 13.7 15.55 

The sum of these totals for all sizes is 72.65. 



15.25 



13. 



By using the totals for each size in comparison with this sum of totals we obtain 
the approximate jjercentage required for each size. For example, the total of fom- 
rows of No. 1 size is about 6 per cent of all of the rows. The No. 2 size is about 15 
per cent, etc. As a result of this calculation we find that in any given order of desks 
to be used by all of the eight elementary grades. A\e would have the following table: 



No. 1 — 6 per cent of tl 
No. 2— 15 " " " ' 
No. 3—19 " " " ' 
No. 4—21 " " " ' 
No. 5—21 " " " ' 
No. 6—18 " " " ' 



e total number required. 



100 per cent. 

\\'hen the number of rooms to be seated is known, the ninnber of rows for each 
of these rooms can be worked out. It will readily be seen, however, that this method 
of estimating is more difficidt and nioie unsatisfactory than the other method given. 

This would only work to advantage in large schools, wliere the number of rows 
can l)e adjusted approximately to the results obtained. 



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—20— 



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